Instructional Software

Lesson Idea Name: Probability: Independent and Dependent Events

Content Area: Math
Grade Level(s): 7th Grade
Content Standard Addressed: MGSE7.SP.7a: Develop a uniform probability model by assigning equal probability to
all outcomes and use the model to determine probabilities of events.

MGSE7.SP.8a: Understand that, just as with simple events, the probability of a compound event is the fraction of
outcomes in the sample space for which the compound event occurs.

MGSE7.SP.8b: Represent sample spaces for compound events using methods such as organized lists, tables and tree
diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample
space which compose the event.

MGSE7.SP.8c: Explain ways to set up a simulation and use the simulation to generate frequencies for compound events.

Technology Standard Addressed: 1 – Empowered Learner

Selected Technology Tool: Gizmos (https://www.explorelearning.com/)

URL(s) to support the lesson (if applicable):

https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=249

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☒ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices (not on an app, just on a tablet’s or phone web browser)
☐ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☐ Creating
Levels of Technology Integration (LoTi Level):
☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Lesson idea implementation:
The Gizmos simulation will be used to teach about experimental and theoretical probability, including
learning about sample space, dependent events, independent events, and replacement vs. no replacement. By
the end of the lesson, students will be able to define and distinguish independent and dependent events,
calculate the theoretical probabilities of independent and dependent events, and compare experimental and
theoretical probabilities of compound events. The teacher will introduce content vocabulary provided on a
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Gizmos vocabulary sheet. Students will be interacting with and learning this vocabulary during the simulation.
The teacher will spend 10-15 minutes running the Pre-Gizmo activity, whose instructions are on the Teacher
Guide provided with the lesson. This will introduce the concept of pulling marbles out of a bag to examine
various probability events. Then the students will spend 10 minutes answering the Prior Knowledge questions
and answers will be discussed as a class. The teacher then will use the class projector and board to introduce
Gizmo and basic operations. The students then will be handed the pre-printed 5-page Student Exploration Sheet
and get a laptop from the class cart. Students may work in groups of two, or individually. The sheet incudes
prior knowledge questions, Gizmo warm-up, two activities, and a final challenge problem. This will take
students about 30 minutes to complete (however, some students may take longer, or shorter). If students finish
early, extension questions or problems will need to be provided. If exploration sheet is not finished before class
is over, students may finish it for homework. They may pull up the simulation on their phone, check out an
iPad from the library, come in early to use the school computer lab, or if none of this is an option, draw the
marbles on a piece of paper. The next class period, we will go over the worksheet and address any student
questions, followed by with a 15- minute discussion of questions provided in the teacher guide. Then students
will have a follow-up question to complete on their own for a ticket out the door – totaling about 10 minutes.
Students will then take the 4-question assessment at the bottom of the simulation, with the teacher having an
answer key and explanations. This whole activity could range in total time of an hour to an hour and a half.

Students will turn in the complete student exploration guide after going over the answers in class for a
completion grade. This, along with the class discussion questions, will be used as an informal formative
assessments. The ticket out the door will be graded for a formal formative assessment. The ticket out the door
will be returned with feedback by the next class period. However, if students score low, they can redo one very
similar problem for homework to make a better grade. The assent questions at the end of the simulation will be
also a formal formative assessment. This simulation will teach concepts leading up to a summative assent of an
end of unit test on probability.

This simulation provides a different way of thinking about probability and makes it a little more exciting than
just calculating random probabilities since students have hands on marbles to click and drag into the bag, and
they are getting to predict and compare outcomes. To extend this to a higher level of thinking, students may be
asked to create their own probability scenario using experimental probability with things in their actual lives.
Note: This lesson does include an ELL adaptation.
Reflective Practice:
Extending this lesson at the end of the probability unit, students could have a project with various options.
For example, designing and creating a game to teach about probability to younger students at the local grade
school or next year’s 7th graders as an introductory lesson. Students could also create a project or simulation
exploring the probability of real-life events that interest them, like playing the lottery, playing one-on-one, or
making an interdisciplinary connection and examining various probabilities of certain genetic traits. This
changes this lesson to a LoTi Level 3 or 4a, depending on with whom the students shared these created projects.

Here are some other web resources that could further enhance this simulation provided by Gizmos:
Compound events: http://hotmath.com/hotmath_help/topics/compound-events.html
Independent events: http://www.mathsisfun.com/data/probability-events-independent.html
Dependent events: http://www.mathsisfun.com/data/probability-events-conditional.html
Compound probability (Khan Academy): http://www.youtube.com/watch?v=xSc4oLA9e8o
Events and outcomes (Khan Academy): http://www.youtube.com/watch?v=vB4FuGmfEGY Probability
Simulations Gizmo: http://www.explorelearning.com/gizmo/id?233
Theoretical and Experimental Probability Gizmo: http://www.explorelearning.com/gizmo/id?310
Probability Gizmo: http://www.explorelearning.com/gizmo/id?138
Future topics to be taught:
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Binomial Probabilities Gizmo: http://www.explorelearning.com/gizmo/id?126
Permutations and Combinations Gizmo: http://www.explorelearning.com/gizmo/id?307

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